1. Classroom Management

2. An image of education? “One of the biggest causes of disruption in the classroom is the teacher!”

3. ‘Warts ‘n’ All School’ Observations of a ‘disruptive’ Year 7 form: Design & Technology Mathematics MFL Geography

4. The Dinner Party Model Pair Discussion: Consider how planning, preparing and delivering a three course dinner party is similar to planning, preparing and delivering a lesson. Think of your pupils as ‘guests for learning’

5. Some Comparisons Knowing your guests preferences - Knowing the pupils (EAL, SEN, Learning Styles - Differentiation!) The Seating Plan - Learning reasons as to why pupils sit together Tidying the house / flat - An organised classroom Cutlery & Presentation - Organisation of learning materials Guests arrive - Getting the pupils in! The menu - The learning journey related to the objective(s) Three courses - Starter, Main, Plenary Guests leave - Getting the pupils out! Washing up - Evaluating the lesson

6. Behaviour Classification Pupil behaviour can be put into three categories: LOW MIDDLE HIGH How we act is dependent on our own categorisation of behaviour and the strategies which are in place within the: Classroom Subject Department Whole School Level

7. Mistaken Goal Analysis W - Withdraw A - Attention Seeking R - Revenge P - Power

8. Low Level Disruption Peer Chat – ‘Off Task’ Chat Incorrect equipment Homework not done Lateness to lessons Walking around the classroom Tapping a pen or ruler Attention Seeking

9. Medium Level Disruption (This is the hardest area to define) ‘Cussing’ (“Your Mum!”) Swearing at another pupil Truanting lessons Refusing to work Power or Withdraw

10. High Level Disruption Fights Throwing equipment Swearing at the teacher Threatening the teacher Any action which puts the safety of anyone at risk Power or Revenge

11. Advice Have an understanding of the rewards and sanctions within your department and on a whole school level – do not be afraid to use them (e.g. Departmental Detentions / Referrals). Use Positive reinforcement where possible (e.g. Merits, Self / Peer Modelling). Use Pastoral Monitoring Systems (e.g. Day Logs / Target Cards / Reports).

12. Behaviour Interventions Tactfully ignoring Eye contact Physical proximity Simple direction / distraction / redirection / questioning Take up time Choice Time out Repairing and rebuilding

13. Positive use of language Separate the pupil from the behaviour Say the pupil’s name first Finish positively Establish eye contact Use a firm but positive tone of voice Reinforce with praise – catch them getting it right! Find the humour in any situation if possible Avoid patronisation or divulging knowledge of the pupil’s personal information

14. Stick to the primary behaviour Remember what the real issue is Secondary behaviours are often the source of conflict - why don’t you tell him - you are always picking on me Take responsibility for managing your feelings Keep restating the primary behaviour

15. Partial agreement This de-escalates conflict There is an agreement but with defined boundaries Pupil: I want to work on the computer Teacher: You can do that later when it’s you turn, but right now you are going to… The agreement uses language which is non- negotiable (avoid using ‘want’ or ‘would like’…)

16. Offer of choice This is for a pupil who becomes embroiled in a conflict and can’t get out Offer choices of work and places to work - If you are not going to do the work now, then we will agree when you will do it Emphasise that the pupil has control over the choice and hence the consequence This needs to be a real choice not just a threat of punishment

17. Discussion scenarios A pupil enters the lesson late just as you are launching into your starter activity. Two pupils continue to talk under you when you are explaining an activity. A pupil continues to bang the table after you have asked them to stop. A pupil is refusing to work and is listening to their MP3 player. A pupil is chewing gum while working. One pupil “cusses” another causing an argument.